To start, I've laid out my table of contents. You'll see that some of it is already filled in (planning) that helps me establish what is going to go where. I've started with a Notebook Basics section that doesn't fit in with the interactive notebooking, this is okay to me since these are all the formatting things my students will need to refer to during the year.
There are no dates on some of the pages...I'd love to be able to predict these dates, but I'll have to wait until I get students!
Next up, are the Student Guidelines that help my students complete the major components of their notebooks. These are the same guidelines that can be found on the flash drive that MEMTA participants receive.
The next photograph is the format for the interactive notebook, showing what goes on the left and right sides of the notebook. I have used the Marcarelli book to help me with this and modified it for my class. I have claims and evidence on both sides. Early in the year it will be on the input (right) side since I will start by modeling these and then students will work as a group and bring them to our class discussions. When they start doing these on their own with partners or individually, they will move to the output (left) side of the notebook because it will show their own thinking, not that of a whole class.
Frayer Model and had the vocabulary words in a separate notebook. This year I debated putting the vocabulary into the science notebook (always do) but I've decided to go back to the cards mainly because Marcarelli showed punching a hole in the upper right hand corner and then putting the cards on a ring. I like this and will incorporate it with the Frayer Model. I will make a hanging folder file in a crate for my students, that way they can keep them in class except when they need to work with them. If I don't, I know there will be some loss. I will go into more detail about vocabulary on another day.
One of the first things we do in my class is "Think of a Scientist," I'm sure it's done in a lot of science classes. I have my students close their eyes and we visualize a scientist. I ask them to get pretty detailed and once they have this all thought out in their heads, they draw their scientist. They are required to show them in the setting in which they work with the tools they use. I then have them write about their scientist, explaining the basic information about what their scientist studies, what questions they are trying to answer and why they study or research what they do. Finally, they all stand up and I have them sit down by some of the common ways people think about scientists: mad crazy haired scientists, white males in a lab, white females in a lab, etc. Last is themselves, do they think about themselves as scientists? On the next page (though not designed yet) I'll take their photos, they'll be put into the notebook and students will brainstorm ways they might work like scientists.
Finally is the WOW Connections page set up for the water unit. This will be worked on, at first, by modeling and working as small groups to whole class. Eventually students will be able to work through this together. As the school year starts and students start doing this work, I'll post their work samples. Right now, this is what I've done to start the year. Doing this has helped me think about what I want to start out with. Will I stay with this?? I don't know, we'll see. It's new and for me, something new has to happen at the beginning of the year, if not, I forget. Right after this page students will start with the interactive part of the notebook.
If you are just starting science notebooks for the first time, again, the Campbell/Fulton book is really helpful.